TRAINING MANUAL FOR FACILITATORS OF RADIO LISTENING GROUPS

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TABLE OF CONTENT

Part I. INTRODUCTION TO THE TRAINING MANUAL 3

1. Introduction 3 2. The radio diary program 3 3. The radio listening group (RLG) 4 4. Training for facilitators of radio listening groups 4

Part II. FACILITATOR GUIDELINES FOR LEADING GROUP ACTIVITIES 6 TOPIC 1. Introduction 6

Activity 1. Getting to know each other (plenary) 6 Activity 2. Ground rules, timekeeping and reporting (plenary) 8

TOPIC 2. Radio listening skills (1) 9 Activity 1. Reflecting on radio listening behaviors and participants’ interest 9 Activity 2. Program listening exercise (plenary) 9 Activity 3. Program listening group (group work) 10

TOPIC 3. Defining a radio listening group 12 Activity 1. What is a radio listening group (plenary)? 12 Activity 2. Radio listening group membership (plenary) 13 Activity 3. Breather 13 Activity 4. Roles of radio listening groups (plenary and group work) 14 Activity 5. Principles of operating (plenary) 15 Activity 6. Breather 16 TOPIC 4. The facilitator of radio listening groups 17 Activity 1. What is the job of an RLG facilitator (plenary)? 17 Activity 2. Qualities/ characteristics of a good facilitator 18 TOPIC 5. Radio listening skills (2) 19 Activity 1. Content and style analysis 19 Activity 2. Interactive game 20 Activity 3. Managing group discussion 21 Activity 4. Practice radio listening, discussion and reporting (group work) 24 TOPIC 6. Evaluation, feedback and closing remarks 25 Activity 1. Workshop evaluation: “news broadcast by the people” 25 Activity 2. Closing remarks (plenary) 26

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RODUCTION TO THE TRAINING MANUAL

Part I

1. Introduction

The BRIDGE II project is a five-year (2009-2014) HIV prevention program aimed at promoting normative behavior change and increasing HIV preventive behavior among the adult population in Malawi. The program is implemented by Johns Hopkins Bloomberg School of Public Health Center for Communication Programs (JHU.CCP) in partnership with Save the Children International (SC), Pact Malawi and the International HIV/AIDS Alliance (IHAA). Local partners include National Association of People Living with HIV/AIDS in Malawi (NAPHAM), Corporate Graphics, Galaxy Media, Story Workshop and Youth Net and Counseling (YONECO). The project is being implemented in 11 districts in southern Malawi including Nsanje, Chikwawa, Mulanje, Phalombe, Thyolo, Chiradzulu, Blantyre, Zomba, Machinga, Neno and Mwanza.

The overall goal for the project is to contribute towards the reduction of new HIV infections. BRIDGE II works towards achieving this goal through promoting normative change and increasing HIV preventive behaviors. Four key objectives provide focus for achieving this goal:

1. Individual perception of HIV risk and self-efficacy to prevent HIV infection

2. Communities mobilized to adopt social norms, attitudes, and values that reduce vulnerability to HIV

3. Prevention interventions strategically linked to services

4. Malawian institutions supported for effective leadership and coordination

The scope of BRIDGE II project encompasses diverse interventions including radio and print mass media, district and community level trainings, workshops, small-group discussions and community wide events. BRIDGE II collaborates and reinforces implementation of its activities through existing structures such as community-based organizations (CBOs), faith-based organizations (FBOs), People Living with HIV (PLHIV) support groups, traditional and religious leaders.

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2. The radio diary program

One of the significant programs under BRIDGE is the radio diary program. The radio diaries are very powerful documentary series, which seek to provoke a broader and more open discussion about personal and social issues regarding PLHIV. The programs revolve around personal testimony of day-to-day life of persons living with HIV. The diaries also affect social norms, reduce stigma and intend to create a more tolerant environment in which problems and solutions are discussed in a more positive and constructive fashion at local community level. The objectives of the radio diary program are:

• To reduce stigma and discrimination against people living with and affected by HIV and AIDS in the communities through an increased sense of compassion.

• To increase involvement of the Malawi population in HIV prevention and care and support programs in local communities.

• To increase understanding of personal risk and vulnerability to HIV among the general population.

BRIDGE II Project is implementing the radio diaries program in collaboration with Galaxy Media and NAPHAM. Galaxy Media is responsible for the production and airing of the programs while NAPHAM manages radio listening groups established in support groups (RLGs) in selected BRIDGE II project districts.

3. The radio listening group (RLG)

A radio listening group (RLG) is a community-based group of people that is established to enhance dialogue, debate around issues from the radio diaries. The activities of RLGs facilitate behavior change among participating individuals and the wider communities. The core activities for RLGs include: conducting radio listening sessions which involve listening to the radio program and group discussions building on issues contained in the program; RLGs are expected to provide feedback to the production team for improvement of the program; RLGs are also tasked to engage in outreach activities linking with the general community members, local leadership and other relevant groups such as CBOs, FBOs, health facilities etc.

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As stated above, under BRIDGE II project RLGs are established within NAPHAM support group hence their activities are not in isolation from the support groups. However, RLGs develop their own specified guidelines as principles on how to manage listing sessions, discussions and coordinate with other stakeholders. Membership of the RLGs is voluntary and is open to anybody within the support group. One RLG has about 25 members and in the event that more people are

interested, another group can be setup within the same support group.

4. Training for facilitators of the radio listening groups

To optimize quality discussion and feedback to the program through the RLGs, BRIDGE II and NAPHAM organize trainings for individuals as facilitators from each of the established RLGs. The training is aimed at equipping the participants with necessary skills and understanding of how to manage radio listening sessions and general operation of the RLGs. This training guide has been developed to guide a participatory approach for a 2-day long training workshop. It combines use of plenary sessions, group discussions, interactive games and practical sessions.

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Part II

FACILITATOR GUIDELINES FOR LEADING GROUP ACTIVITIES

Aim • Get to know one another • Create an environment where everyone feels comfortable • Clarify participants’ expectations • Provide background to BRIDGE project, the radio diaries program and radio

listening activities • Identify objectives and program for the workshop

TOPIC 1. Introduction

Activity 1. Getting to know each other

This activity will help people feel at home and get to know each other as participants. It also helps clarify participants’ expectations from the workshop. Most importantly, thi ill l f l t l h t th h i ith th

Step 1: Facilitator’s self introduction 10 minutes

The facilitators give their name, age and marital status. They also describe the participatory approach of the workshop and lay out personal expectations. Facilitators should emphasize that they are not coming in as teachers, rather they want to help and learn from each other, hence everyone’s participation is important to the success of the program.

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Step 2: Participants’ introduction and program background 45 minutes

Aim

• Building trust, helping participants open up to each other, encourage participants to participate as individuals and within groups

• Helping gather and clarify participants’ expectations with respect to the activity • Helping participants retain information across the different sessions and topics • Providing a background of the BRIDGE project and the radio diaries program

Process

1. The facilitator instructs each person in the group to think of an animal that most characterizes him or her, and to begin to act like that animal.

2. When people are imitating their animals, they should seek out other people who are imitating the same or a similar animal and form a pair.

3. The facilitator explains that the pairs talk to each other for 5 minutes asking one another’s name, where they are coming from, what they like most about themselves, what they like doing in their support groups, their expectations from the workshop, and other questions deemed interesting.

4. Facilitator asks some participants (at least half the number of participants) to introduce the person that they interviewed to the group and report the information about that person.

5. Facilitator explains to the participants the background of the BRIDGE project, focus of the approach, various programs components, coverage districts and partners (beginning with a brief history of BRIDGE I). He/she asks questions for clarification from participants.

6. The facilitator writes expectations on a flipchart.

7. The expectations remain on the wall throughout the workshop and progress will be tracked at the end of each session.

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Activity 2. Ground rules, timekeeping and reporting

Aim • To establish collectively agreed upon rules of conduct for discipline • To discuss group participation, respect, active listening and timekeeping

Step 1: Establish ground rules 20 minutes

Process

1. Facilitator asks participants to suggest rules that the group should follow during

the workshop. 2. Write down the agreed upon rules on a flipchart that will be posted throughout

Tip for some important rules • Listen when others are talking - everyone has a right to express their opinion • Try not to interrupt when others are speaking • Opinions will not be judged right or wrong - all opinions can be discussed • No one will share other participants’ personal information with anyone outside

this group • Switch off/silence cell phones • Time keeping on sessions and break time • Penalty for rule breaking: serve as progress reports that will be provided at the

end of each session and day

Step 2: Selecting Group monitors (one to keep time and track of rule breakers) 10 minutes

Process

1. Facilitator asks for any two volunteers (male and female) to be group monitors.

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TOPIC 2. Radio listening skills (1)

Aim • To reflect with the participants on the importance and rationale of radio • To ignite participants’ critical understanding of the value of radio listening • To introduce participants to the basic skills in radio listening

Activity 1. Reflecting on radio listening behaviors and participants’ interest

20 minutes

Process 1. Facilitator asks participants what is the importance of radio. 2. Facilitator asks what type of programs they like and reason for their preference. 3. Facilitator asks other general questions (e.g. what times do they like listening to

the radio, what common HIV/AIDS issues are heard on the radio, what they like/dislike about radio?).

Activity 2. Program listening exercise (plenary)

45 minutes

This activity allows participants to understand basics of radio listening groups discussions.

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Process 1. Facilitator introduces the exercise, explaining that the group is going to listening

to a program. 2. Facilitator advises the group to listen closely since they will have to answer

questions at the end of the session. 3. Facilitator plays the program on loudspeaker. 4. At the end of the program, the facilitator asks participants the following

questions: • Who was speaking in the program? • What do you think was the main theme in today’s program? • What main lesson have you got from the program? • What issues in the program relate to what happens or has happened in your

life, someone’s whom you know or have heard of in your community? • How will the experience of the speaker in the program help you in your day-

to-day life? • What are you going to do as an individual to ensure that you practice what

you have learnt today? • What are you going to do as a support group/RLG to ensure that you

practice what you have learnt today? • By the way, what did you like/dislike about the program?

5. Facilitator winds up by summarizing the key idea(s) from the session with comments and questions from participants addressed accordingly.

Activity 3. Program listening exercise (group work)

1 hour

This activity introduces participants and helping them to assess their own group radio listening and discussion skills.

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Process

1. Group formation game: a lively and participatory way to form groups • Participants use/clear the space at the middle or in front of the room that

would allow them to can walk around. • Facilitator tells the participants to walk around the room in a random

fashion, imagining that they are on the deck of a large ship, enjoying the sun and fresh air. Then, they are told that the ship is sinking and that they quickly need to form 2 groups (each contained half the number of the participants that the facilitator has already counted) because that is the number of people that can fit in each lifeboat.

• Participants stay in the formed 2 groups. 2. Facilitator explains the task: before going to their respective groups, participants

listen to a program together and will be given guiding questions for discussion at the end.

3. Facilitator plays program on loudspeaker asking participants to listen, calling the group monitors to observe order and discipline of members.

4. Plenary session: groups present feedback from their groups. 5. Facilitator asks the participants if they enjoyed the exercise and what they have

learnt from the whole exercise…especially lessons regarding listening to the radio program as a group – advantages, experiences challenges.

6. Facilitator winds up by summarizing the key idea(s) from the session with comments and questions from participants addressed accordingly.

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TOPIC 3. Defining a radio listening group (RLG)

Aim • To help participants understand the role, aims and value of RLGs in the Radio

Diaries program • To help participants reflect the value of working in groups • To help participants reflect and understand principles for operation and

management of RLGs • To help participants understand the principles of RLG composition (number and

eligibility of membership)

Activity 1. What is a radio listening group (plenary)?

30 minutes This activity helps participants understand the role, aims and value of RLGs in the

radio diaries program. Process 1. Facilitator asks the participants how would they define a support group (focusing

on why are the support groups there for and how has a support group helped their lives).

2. Facilitator asks participants how they would define an RLG. He/she allows the

participants reflect and analyze their responses. 3. The facilitator then guides the participants to agree one working definition

statement of RLG concluding from the debate. 4. Facilitator winds up by summarizing the key idea(s) from the session with

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Activity 2. Radio listening group membership (plenary)

This activity helps participants understand the principles of RLG composition (number and eligibility of membership). Process

1. Facilitator asks how participants became members of support group and RLG. 2. Facilitator asks participants what it takes to become a member of RLG. 3. Facilitator asks participants how they ensure that everybody is accorded equal

chance to join the RLG. 4. Facilitator draws from the contribution of the participants to explain that

membership of RLG should be voluntary, open to every interested member of the support group, and consider gender equality. Explain limitation of group membership to 25 (e.g. to allow quality discussion as more than that group becomes difficult to manage and reach consensus on issues). If more than 25, then another group is to be formed.

5. Facilitator summarizes the key idea(s) from the session with comments and questions from participants addressed accordingly.

Activity 3. Breather

10 minutes

This activity is aimed at relaxing participants. Process 1. Facilitator asks any participants to lead /teach the group/song.

OR 2. Facilitator randomly asks participants to share with other participants how

people celebrate Christmas and New Year in their respective areas.

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Activity 4. Roles of RLG (plenary and group work)

PLENARY 30 minutes

Process 1. Facilitator begins by asking the participants what activities do they do in their

respective support groups and what do they aim to achieve with each of the

activities. 2. Facilitator leads from the participants’ contributions to explain that each group is

formed for a particular purpose (e.g. the power of unity, working together, sharing ideas, collective/communal effort) to explain that RLGs should similarly have particular roles in the radio diaries, the personal lives of listeners, PLHIV, and the

GROUP WORK 45 minutes

Process 1. Facilitator explains to the group that the workshop needs to identify, agree and

establish key roles and linked activities for RLGs. 2. Facilitator guides participants to form 2 groups through the common 1-2 counting. 3. Facilitator explains that each group should brainstorm what they understand as

the role of RLGs and activities, which could enhance the value of the RLG in achieving the objectives of the program. Facilitator will guide participants to brainstorm in the aspects of RLG as part of the Radio Diaries program; as part of the support group; as part of the community etc.

4. Each group is given flipchart to write points from their deliberations. They conduct discussions for 30 minutes.

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PLENARY 30 minutes

Process 1. Each group presents their feedback for 10 minutes. 2. Participants provide feedback to the presentations made. 3. Facilitators summarize key ideas from the session with comments and questions

from participants.

Activity 5. Principles for operating (plenary)

45 minutes This activity helps participants understand principles for operation and management of radio listening groups. Process 1. Facilitator asks participants how they run their support groups. 2. Facilitator asks participants to share principles or rules of conduct that they use in

their support groups/ RLGs. 3. Facilitator asks why principles/rules of conduct are important for group work. 4. Facilitator asks participants what could be the challenge if a group does not have

principles of operation. 5. Facilitator asks participants to suggest principles for running RLGs, emphasizing

that they should draw from their experience in support groups to identify how best RLGs should be run.

6. Facilitator writes down each contribution on a flip chart. 7. Facilitator summarizes the exercise by guiding participants to link similar ideas and

come up with agreed key principles. 8. Facilitator winds up by summarizing the key idea(s) from the session with

comments and questions from participants addressed accordingly.

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Tips for principles of operating RLGs

• Radio listening groups are formed by volunteers. • RLGs should work in liaison with other development committees in the area. • RLG must develop rules to follow as principles for conduct of the group. • RLG should have a committee of democratically elected leaders, which

encompasses gender. • Elected leaders should not personalize the groups; they should have time for

the group and be committed without expecting any personal gains. • RLGs should be open to anybody in the support group. • All members share equally in the ownership of the meeting. • Group will meet every week for radio listening sessions. • All discussion notes shall be kept by the facilitator.

Activity 6. Breather

15 minutes

Facilitator randomly asks participants: What I like and dislike about myself? What I like and dislike about my community?

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TOPIC 4. Who can facilitate radio listening groups?

Aim 1. To help participants understand the role of the facilitator (job description) 2. To help participants understand the characteristics of good facilitator

Activity 1. What is the job of a RLG facilitator?

30 minutes This activity will help participants understand the role as a facilitator (job description). Process 1. Facilitator asks participants what could be the key tasks for a facilitator looking at

what has been discussed in the previous sessions. As participants give suggestions,

facilitator writes them on flipchart. 2. Facilitator explains that the job of the facilitator is critical to the success of RLG. 3. Facilitator summarizes to the group suggestions made about the role of RLG.

Tips on job description of RLG facilitator • Help the groups set its ground rules and keep to them • Focus and help to clarify the discussion • Help group members identify areas of agreement and disagreement • Bring in points of view that haven't been talked about • Create opportunities for everyone to participate • Summarize key points in the discussion, or ask others to do so • Keep record of all notes from sessions • Provide program feedback reports to NAPHAM

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Activity 2. Qualities/characteristics of a good facilitator

45 minutes This activity will help participants understand the characteristics of good facilitator.

Process 1. Facilitator asks each of the participants why they think they were selected to be

trained as facilitators. 2. Facilitator asks participants what qualities they think they have that can make

them good RLG facilitators. Session facilitator writes down people response on flipchart.

3. Facilitator explains key qualities of a facilitator as summary to what the

participants have contributed and writes them on a different flipchart or ticks them on the original flipchart.

4. Facilitator winds up summarizing the key lessons from the session with comments

Tips for qualities of a good facilitator

• Be self-aware: good facilitators know their own strengths, weaknesses, “hooks,” biases, and values

• Able to put the group first • Have a passion for group process with its never-ending variety • Appreciate all kinds of people and not favor any particular individuals • Committed to democratic principles • Be curious and learn to ask probing questions during discussions for in-depth

information from participants • Be responsible with personal information shared in RLG. People will not feel

safe to share information if what is shared is not respectfully held in confidence. Care, encourage, but do not gossip!

• Be prepared – this will ensure valuable discussion. Lack of preparation will ensure lack of discussion

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TOPIC 5. Radio listening skills (2)

Aim

• To equip participants with critical radio listening skills to enable them to analyze content stories

• To equip participants with skills on managing group discussion from program (pre-listening, listening and post-listening stages)

Activity 1. Content and style analysis

PLENARY 30 minutes

Process 1. Facilitator explains background and rationale of why and how radio diaries are

modelled on common testimonies that PLHIV give in outreach events. 2. Facilitator asks the participants whether they have ever given a testimony or

listened to one. Facilitator asks participants to define what is contained in a testimony.

3. Facilitator asks participants to identify what makes a good story.

Facilitator summarizes on the following tips for characteristics of a good story if not mentioned by participants

• A clearly defined, focused theme/subject matter • Well described setting • Characterization – placement of central character: first or third person • A well developed story– where does it begin and end • Style: visualizing reality and tone • Appropriateness of content to listeners

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GROUP WORK 45 minutes

Process 1. Facilitator explains to the participants that they will listen to another program in

groups formed in the preview session to give feedback on the quality of the story. 2. Facilitator presents each group with a set of questions/guidelines for the exercise. 3. Facilitator plays program on loudspeaker. 4. Groups take 30 minutes to discuss. 5. Groups are provided with flipcharts to write their points.

PLENARY 45 minutes

Process 1. Each Group selects one member to present the feedback from their group. 2. Facilitator guide participants to discuss differences and critique their feedback. 3. Facilitator concludes the session with a summary to the purpose of the session. 4. Facilitator winds up by summarizing the key idea(s) from the session with

comments and questions from participants addressed accordingly.

Activity 2. Interactive game

20 minutes “The people ask for...” This is a lively exercise aimed at building group work skills. It demands movement, spontaneity, and group work.

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Process

1. The facilitator divides the group into two teams (seated on the right vs. on the left). 2. The facilitator stands in the middle of the room. One team stands at one end of the

room and the other team at the other end. 3. The facilitator explains that s/he will be asking for different objects and that the

team that brings them to her first will receive one point. The first team to accumulate 5 points wins (or 10 points if there is more time to play).

4. Each team will select one person who will be passing the objects to the facilitator but collected collectively by the group.

5. Before saying the name of the object, the facilitator always should use the phrase, “The people ask for...” and hold out both arms, with one arm extending toward each team. To win the point, team members should put the object directly in the facilitator’s hand. To add excitement to the exercise, facilitator will say “I want a…” and if a group leaps up to give it, they lose a point because he did NOT say “the people want…”, he said “I want…” N.B. For purposes of fairness, the facilitator asks for objects to which both teams

Activity 3. Managing group discussion (plenary)

I Hour Process 1. Facilitator asks participants if they have discussion sessions in their support

groups, and how do they conduct them. 2. Facilitator asks participants what should be considered for successful discussion 3. Facilitator explains that just as any other focus should be on three stages:

preparing, conducting radio listening session and after. 4. Preparing discussions

• Facilitator asks participants key activities that should or may be considered or done in preparing for a radio listening session.

• Facilitator writes suggestion on a flipchart and leads the groups to analyze the suggestions on what is supposed to be done in preparing for a radio listening session.

• Facilitator asks participants for any comments, questions of clarification points.

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Tips for preparing a discussion/ a checklist for facilitator’s summarization

• Have a sure schedule of the program • Have a set of guidelines for discussion: clear objective and guiding questions • Remind members of the meeting – if changes in schedule • Setting - hold sessions in a setting with adequate airflow and lighting

5. Conducting radio listening session • Facilitator starts by asking participants how they conduct their group. They

discuss who leads the discussion, how to ensure that each member is heard,

and how to reach group consensus on important issues. • Facilitator asks participants the following questions:

1. How to best listen to the program? 2. How to discuss the program? 3. How/what to consider in winding up session/ moving forward?

Tips for conducting a discussion Always keep in mind that the major goal of facilitation is to guide discussion among members. It’s critical that all members participate as much as possible!

• Ensure even participation: if one or two people are dominating the meeting, then call on others. Consider using a round-table approach, including going in one direction around the table, giving each person a minute to answer the question. If the domination persists, note it to the group and ask for ideas about how the participation can be increased.

• Everyone should listen respectfully to the other (even if they disagree). • The person who is speaking should not be interrupted. • No more than one person should speak at the same time. • If you disagree with someone, disagree with the ideas, but do not ridicule them. • Try to understand the others, as much as you hope they try to understand you. • After each question is answered, carefully reflect back a summary of what you

heard in the program and how it relates to the lives of the members. • The group selects themes from the stories that are important. When the issues

addressed are of personal relevance, discuss problem solving with the group.

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• Problem solving Tips: identify, define and select specific, main problems or

undesired situations within the project scope. o For each specific main problem selected develop a problem tree o For each problem tree carry out a comprehensive cause effect analysis of

the situation identifying focal problems

• Closing the session: the group leader should summarize what the members

6. After the session

• Facilitator asks participants what should be done after the discussion: • 1. What other issues can RLGs talks about? • 2. How to build plans on discussed things? • 3. How can they get further information? • 4. How to write down key points on flipchart?

• Referring to the suggestions made by the participants, facilitator explains that after listening and discussions the group leader/facilitator should read through the feedback the group has provided on each set questions and any other issues discussed.

• RLG members should agree on the way forward and key lessons learned, and know how to get more information on problematic areas and action plans.

• Facilitator further explains that it the job of the facilitator to keep a dated record of all issues discussed and plans agreed by members.

• Facilitator explains that it is necessary for the facilitator/group leader and other leaders to meet after the session to evaluate how the session went.

• Facilitator winds up by summarizing the key idea(s) from the session with comments and questions from participants addressed accordingly.

• Tips for session evaluation

• What went well in the discussion? How do you know? • What was difficult in the discussion, and why? • Did everyone get a chance to participate? If not, were they invited to

participate? • Any review to questions or areas to consider on future sessions. • Facilitator concludes the session with a summary to the purpose of the session’s

exercise.

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Activity 4. Practice radio listening, discussion and reporting

I hour

This activity will help the participants to exercise the skills acquired in the plenary sessions. Process 1. Facilitator explains that the participants shall go back to their original groups,

select a facilitator, will listen to a program, hold discussion and present a report. 2. Facilitator will play radio program on loudspeaker while participants listen

attentively in their groups. 3. Groups shall hold discussion for 30 minutes. 4. Groups present their feedback. 5. Facilitator guides participants discuss critique the quality of each groups work,

identify problem areas and how best could they have done. 6. Facilitator winds up by summarizing the key idea(s) from the session with

comments and questions from participants addressed accordingly.

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TOPIC 6. Evaluation, feedback and closing remarks

Aim

• To allow for participatory review of the workshop content and style • To assess participants’ satisfaction • To allow participants opportunity to seek clarity on any issues covered in the

workshop and beyond

Activity 1. Workshop evaluation: “news broadcast by the people”

1. Facilitator leads the participants to form groups of 3 people each. • Facilitator places 5 chairs in a room. Facilitator reminds the participants to walk

around the room in a random fashion, imagining that they are swimming in the lake. Then, participants are told that there is storm coming and they quickly need to find logs that will allow 3-4 people to float to the beach. Participants

run to a nearest chair and form groups of 3-4 people. They stay in the groups. 2. Facilitator instructs each group to write a “news bulletin” for radio to provide their

views on progress made during the workshop. The faciliator uses the following statements to guide the discussion: • The most useful part of the activity was . . . • The moment they have liked most was . . . • What they did not like about the activity was . . . • How was the facilitation of the sessions? • How were the group work sessions? What they enjoyed vs. challenges • The facilitation of the event was . . . • The activity fulfilled my expectations because . . . • The activity did not fulfill my expectations because . . . • Something that was not clear to them . . .

3. In plenary, each group presents their bulletin with each member reading a section.

4. The facilitator encourages other people to share their opinions, especially if there is no consensus about the analysis of one or more of the groups.

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Activity 2. Closing remarks (plenary)

20 minutes

1. Facilitator thanks everyone for their participation and encourages them to follow similar activeness in their respective RLGs.

2. Facilitator emphasizes that the success of the Radio Diaries program is due to the success of the RLGs.